Grouping students of different levels of achievement for instruction may benefit some students, but it can undermine the progress that could otherwise be made by higher-achieving students.
Background
In most cases, when students are grouped by "ability" they are being grouped by prior achievement. Prior achievement may be a poor indicator of ability. The research suggests that most students can benefit from participating in learning groups comprised of students who have different levels of achievement and in which students of different races and ethnicities participate. But to say that this can be the case is not to say that it will. The success of heterogeneous groups depends a great deal on the extent to which teachers carefully structure group work and prepare all students to participate, taking into account the needs and dispositions of each student. There also are times when students need instruction targeted to particular skills and should be grouped with students who have similar needs. Educators should avoid tracking students by ability and should strive for grouping strategies that best enhance students' opportunities to learn.
Questions to Consider
- What are some consequences (positive or negative) of assigning students to learning groups based on prior achievement?
- When students are grouped by prior achievement, how can tracking be avoided?
- Is there a difference between ability grouping and achievement grouping?
To explore these and other questions, take a closer look at the resources below. At any time, add your comments to the Discussion by starting a new discussion or viewing an ongoing discussion.
- Jeannie Oakes notes that there is little evidence to support the fundamental theories underlying ability grouping that is not limited and tightly focused on specific learning needs:
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- Willis Hawley reviews research on the effects of tracking and inflexible ability grouping
- John O'Flahavan emphasizes flexible grouping as a way to allow children to learn from each other and to move among groups based on their learning needs:
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The Consequences of Tracking and Inflexible Ability Grouping Practices
- Robert Slavin asserts that excessive grouping has persisted despite evidence that it can be and often is counter-productive:
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- Beth Rubin discusses how de-tracking must deal with what students learned about themselves and others in tracked learning environments
Strategies for Grouping Students for Instruction
- Jeff Sapp explains how cooperative learning can increase student achievement and help students work across racial barriers.
- Robert Slavin describes the characteristics of productive cooperative learning, including the goal that every member of the group achieves success:
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- Robert Slavin explains that cooperative learning enables teachers to effectively teach a broad range of children:
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- Watch a video provided by Teachscape explaining how cooperative learning can be implemented as a differentiated grouping strategy:
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- John O'Flahavan explains the importance of allowing students to participate in a variety of groups, especially heterogeneous groups based on their interests:
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